Write in standard notation. 4 x 10^0

Answer:

Step-by-step explanation:

Given the expression a = 3/b

as the denominator of the of the expression b increases the value of the output is known to be decreasing. if the value of b now goes so large to become an infinite, value then the value of a will goes to zero as shown;

If b = ∞

a = 3/∞

a = 0

Note that for any constant value a, the ratio a/∞ will always tends to zero

Therefore, the equivalent rational expressions with the LCD are: 9x/(4x(x + 5)) and 40(x + 5)/(4x(x + 5))

To find the least common denominator (LCD) for the rational expressions, we need to determine the smallest common multiple of the denominators.

The first rational expression has a denominator of 4x + 20, which can be factored as 4(x + 5).

The second rational expression has a denominator of x^2 + 5x, which can be factored as x(x + 5).

To find the LCD, we need to take the highest power of each factor. Therefore, the LCD is 4(x + 5)(x).

To write the equivalent rational expressions with the LCD, we need to multiply the numerators and denominators by any missing factors.

For the first rational expression: 9/(4x + 20) * (x/x) = 9x/(4x(x + 5))

For the second rational expression: 10/(x^2 + 5x) * (4(x + 5)/4(x + 5)) = 40(x + 5)/(4x(x + 5))

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Answer:

4 cups

Step-by-step explanation:

wt. cups

3/4 lb. 3

1 lb. ?

4/3*3 = 4 cups

1 pound of broccoli would produce 4 cups of broccoli florets.

Given that 3/4 pound (or 0.75 pounds) of broccoli produces 3 cups of broccoli florets.

If we assume that the ratio remains constant, we can calculate the approximate number of cups of broccoli florets in 1 pound of broccoli:

1 pound of broccoli is equal to 1.33 times the weight of 3/4 pound of broccoli (since 1 pound is 1.33 times larger than 3/4 pound).

So, multiplying 3 cups by 1.33 gives us 3.99 cups of broccoli florets in 1 pound of broccoli.

Therefore, 1 pound of broccoli would produce 4 cups of broccoli florets.

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The value of this golden ratio = 1/2 (1 + √5) = 1.618

Ratio:

Majority of the explanations for ratio and proportion use fractions. A ratio is a fraction that is expressed as a:b, but a proportion says that two ratios are equal. In this case, a and b can be any two integers. The foundation for understanding the numerous concepts in mathematics and science is provided by the two key notions of ratio and proportion. We apply the concepts of ratio and proportion every day, for example, while dealing with money in business or when preparing any meal, etc. Students occasionally struggle to understand the difference between ratio and proportion.

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Answer:

The formula for the circumference of a circle is C = 2πr, where r is the radius and π is approximately 3.14.

In this case, the radius is 1 foot, so:

C = 2πr

C = 2(3.14)(1)

C = 6.28

Therefore, the circumference of the circle is approximately 6.28 feet.

The particle is at rest when the velocity is zero.

To find the values of t, you need to calculate the first derivatives of the parametric equations and set them equal to zero.

Main answer: The particle is at rest for t = 0 and t = 2.


1. Calculate the first derivatives of x(t) and y(t):
dx/dt = 3t² - 6t
dy/dt = 6t² - 6t - 12

2. Set the derivatives equal to zero and solve for t:
3t² - 6t = 0
6t² - 6t - 12 = 0

3. Factor the equations:
t(3t - 6) = 0
6(t² - t - 2) = 0

4. Solve for t:
t = 0, (3t - 6) = 0
t² - t - 2 = 0

5. From the first equation, t = 0 or t = 2.
From the second equation, use the quadratic formula:
t = (1 ± √(1 + 8))/2
t ≈ 1.41, -1.41

6. The particle is at rest for t = 0 and t = 2. The other values do not correspond to a stationary point.

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Answer:

b

Step-by-step explanation:

The length vector is 1. So the sketch vector field f is given below. So the option a is correct.

In the given question, the vector field F by drawing a diagram like this figure.

The given vector field F is:

F(x, y) = (yi + xj)/√(x^2 + y^2)

We can write the vector field as:

F(x, y) = yi/√(x^2 + y^2) + xj/√(x^2 + y^2)

Here

F(x, y) = [y/√(x^2 + y^2)]^2 + [x/√(x^2 + y^2)]^2

F(x, y) = y^2/(x^2 + y^2) + x^2/(x^2 + y^2)

F(x, y) = (y^2+ x^2)/(x^2 + y^2)

F(x, y) = 1

F(0, y) = y/|y| = ±1

F(x, 0) = x/|x| = ±1

So the length vector is 1.

So the sketch vector field f is given below:

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The complete question is:

Sketch the vector field F by drawing a diagram like this figure.

F(x, y) = (yi + xj)/√(x^2 + y^2)

QUESTION:- DETERMINE THE X-INTERCEPT AND THE Y-INTERCEPT FOR THE GRAPH OF THE EQUATION.

EQUATION:- 2x - 3y + 36 = 0

STANDARD EQUATION:- y=mx+c

where

SO GIVEN EQUATION:- 2x - 3y + 36 = 0

WE CAN SOLVE THIS TO CHANGE IN FORMAT OF STANDARD EQUATION

\(2x - 3y + 36 = 0 \\ 2x + 36 =3y \\ y = \frac{2}{3} x + \frac{36}{3} \\ y = \frac{2}{3} x + \frac{ \cancel{36}^{ \: \: 12} }{ \cancel3} \\ y = \frac{2}{3} x + 12 \\ \)

SO :-

\(m = \frac{2}{3} \\ y - intercept = 12 \: ans\)

\(slope = \frac{y2 - y1}{x2 - x1} \\ \frac{2}{3} = \frac{0 - 12}{x - 0} \\ 2x = ( - 12) \times 3 \\ x = \frac{ - \cancel{12}^{ \: \: 6} \times 3 }{ \cancel{2}} \\ x = - 18 \: \: ans\)

Area of triangle:

A= 1/2*b*h

=  1/2 *(29)* (19)

= 1/2 *(551)

= 275.5 in^2

Area of rectangle:

A= l * w

= (29) * (10)

= 290 in^2

Total Area:

275.5 + 290 = 565.5 in^2

Hope this helps! Have a great day :)

Answer:

565.5 in

Step-by-step explanation:

The area for a rectangle is A = lw

So A = (29)(10)

A = 290

The area for a triangle is A = 1/2bh

So A = 1/2(29)(19)

A = 1/2(551)

A = 275.5

You combine the two numbers to get a total area of 565.5 in

Correlation does not necessarily imply causation. Evaluating the strength of the relationship between two variables requires examining the correlation coefficient, which ranges from -1 to 1.

Correlation is a statistical measure that indicates the degree to which two variables are related. However, it does not necessarily imply causation, as there may be other factors that are responsible for the observed correlation. For example, the correlation between ice cream sales and crime rates does not mean that ice cream causes crime. Instead, both variables may be influenced by a third variable, such as temperature. Therefore, it is important to exercise caution when interpreting correlations.

To evaluate the strength of the relationship between two variables, it is necessary to examine the correlation coefficient. The correlation coefficient is a statistical measure that ranges from -1 to 1, where -1 indicates a perfect negative correlation, 0 indicates no correlation, and 1 indicates a perfect positive correlation. A correlation coefficient of 0.8 or higher is generally considered a strong correlation, while a coefficient between 0.5 and 0.8 is considered moderate, and a coefficient below 0.5 is considered weak. However, it is important to note that the strength of the relationship between two variables also depends on the context and the specific research question being investigated.

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If we are testing for the difference between two population means and assume that the two populations have equal and unknown standard deviations, the degrees of freedom are computed as (n1)(n2) - 1.

The above statement is False.

In statistics, the number of degrees of freedom is the number of values ​​with independent variables at the end of the statistical calculation. Estimates of statistical data may be based on different data or information. The amount of independent information that goes into the parameter estimation is called the degree of freedom. In general, the degrees of freedom for parameter estimation are equal to the number of independent components involved in the estimation minus the number of parameters used as intermediate steps in the estimation minus the tower of the scale.

When testing for the difference between two population means with equal and unknown standard deviations, the degrees of freedom are computed using the formula:

df = (n1 - 1) + (n2 - 1)

Here, n1 and n2 are the sample sizes of the two populations. This formula sums the degrees of freedom from each population and adjusts for the fact that one degree of freedom is used up when estimating the common standard deviation.

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Answer:

136 miles

Step-by-step explanation:

distance after 4 hours for Serenity = 12 x 4 = 48 miles

distance after 4 hours for Mystic = 22 x 4 = 88 miles

88 + 48 = 136

Answer:

Step-by-step explanation:

Inverse variation satisfies the form yx=k, if y=2 while x=-6 then

2(-6)=k, k=-12, then

yx=-12, when y=-3

-3x=-12

x=4

Answer:

Hi, Hope this will help:)

In grade 7, one common method to solve absolute value equations is by isolating the absolute value on one side of the equation and then solving for the two possible solutions.

Here is a step-by-step process to solve an absolute value equation:

Isolate the absolute value on one side of the equation by adding or subtracting the same value to both sides of the equation.

For example, |x| = 3 can be rewritten as x = 3 or x = -3

Split the equation into two separate cases, one for when the value inside the absolute value sign is positive, and one for when it is negative.

Solve each case separately.

Check your solutions by plugging them back into the original equation and making sure they are valid solutions.

Write your answer in interval notation if the solutions are continuous or list them as individual values if they are not.

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Area of the scale drawing is 10 square inches. Area of the actual deck would be 160 square feet.

Area of the actual deck would be 16 times the area of the scale drawing.

Area of a two dimensional shape is the total region which is bounded by the object's shape.

Given scale drawing can be made into two squares.

One with a side length of 1 inch and other with side length of 3 inches.

Area of a square with side length 'a' = a²

Area of the given scale drawing = (1 inch)² + (3 inches)²

                                                     = 1 inch² + 9 inches²

                                                     = 10 inches²

If the scale is 1 inch = 4 feet,

Area of the actual deck = (1 × 4 feet)² + (3 × 4 feet)²

                                       = 4² [(1 feet)² + (3 feet)²]

                                       = 4² (10)

                                       = 160 feet²

Area of the actual deck = 160 feet²

                                        = 16 (Area of the scale drawing)

If the scale is 1 inch = k feet,

Area of the actual deck = k² ( Area of scale drawing)

                                        = 10 k² square feet

Hence the area of the actual deck would be 10k² if the scale is 1 inch = k feet.

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Answer:

4y=16 is true if you do the problem you can see it wont work and i simplified and got the answer

Step-by-step explanation:

Answer:

13 and 15

Step-by-step explanation:

Answer:

Step-by-step explanation:

(16*16)+(8*8)

16. 8

16. 8

—————-

96. 64

160

—————-

256+64=320

Answer:

320

Step-by-step explanation:

16^2 + 8^2 = 16 * 16 + 8 * 8 = 256 + 64 = 320

Answer:

The answer is C. 700, infinity

The range of the given exponential function, which models the annual depreciation of a cellphone's purchase value, is (0,700]. This means that over time, as the phone loses value, its worth decreases from $700 to an amount close to $0, but never quite hitting $0.

The range of an exponential function, in this case, refers to all the possible values that the function f(x) can take, or basically, the values of the phone's worth. Since the cellphone purchases by Raven is decreasing in value due to depreciation, it initially starts at $700 but loses value each year. Given the model f(x) = 700(0.86)^x, once the depreciation begins (x > 0), the phone's value will always be less than $700 but never negative. Therefore, it will decrease annually towards 0 but never quite hit zero. Thus, the range of this exponential function is (0,700].

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\(\longrightarrow{\green{3.13}}\) 

\(\sf \bf {\boxed {\mathbb {Step-by-step\:explanation:}}}\)

\( \frac{37.56}{12} \)

➺ \(\:3.13\)

\(\bold{ \green{ \star{ \orange{Mystique35\:ヅ}}}}⋆\)

Answer:

3.13

Step-by-step explanation:

sorry that is All what I can say please don't be mad at me

Answer:

BC can be found after A and before D lol jkjk the answers 2.3

Step-by-step explanation:

sin(50°) = d / 3

sin(50°) = 0.766

0.766 = d / 3

Start with:

0.766 = d / 3

Swap sides:

d / 3 = 0.766

Multiply both sides by 3:

d = 0.766 x 3  

Calculate:

d = 2.298

So BC = 2.298

Round to 2.3

Answer:

Answer:to find BC. u use sine because it is opposite divided by hypotenuse.

Answer:to find BC. u use sine because it is opposite divided by hypotenuse. sine50=?/3

Answer:to find BC. u use sine because it is opposite divided by hypotenuse. sine50=?/3=2.298=2.30 to the nearest hundredth

Answer:

(0,-7)(1.4,0)

Step-by-step explanation:

it may help you to understand.this is right,I solved it now.

The equation for the line in point-(1, 1) is y = -0.5x + 0.5.

Given that the slope of the line below is -0.5. We are to enter the equation for the line in point-(1, 1).The equation for the slope-intercept form of the line is y = mx + c where m is the slope and c is the y-intercept.

Now, the slope of the line is given as -0.5.Therefore, the equation for the slope-intercept form of the line is y = -0.5x + c. Now we need to find the value of c for the equation of the line.

To find the value of c, substitute the values of x and y in the equation of the slope-intercept form of the line.

Given that the point is (-1,1), x=-1 and y=1y = -0.5x + c⇒ 1 = (-0.5) (-1) + c⇒ 1 = 0.5 + c⇒ c = 1 - 0.5⇒ c = 0.5

Therefore, the equation for the line in point-(1, 1) is y = -0.5x + 0.5.The slope of a line refers to how steep the line is and is used to describe its direction. Slope is defined as the vertical change between two points divided by the horizontal change between them.A positive slope moves up and to the right, while a negative slope moves down and to the right. If a line has a slope of zero, it is said to be a horizontal line.

The slope-intercept form of a linear equation is y = mx + b, where m is the slope of the line and b is the y-intercept, or the point at which the line crosses the y-axis. To find the equation of a line with a given slope and a point, we can use the point-slope form of a linear equation.

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Answer:

1) 14/3 (D)

2) -0.6 (C)

Step-by-step explanation:

1) 5-(2/3)*(2/3//4/3)

2)|-1.2-2.03|-2.03/-2

Step-by-step explanation:

\(slope = \frac{y2 - y1}{x2 - x1} \\ = \frac{6 - 2}{19 - 3} \\ = \frac{4}{16} \\ \boxed{slope = \frac{1}{4} }\)

As per the binomial distribution, the probability that 6 out of 10 random high school students own a personal media player is 4%.

Binomial distribution:

The general formula to calculate the binomial distribution is written as,

P = aCx pˣ (1 - p)ᵃ⁻ˣ

Where,

x = Total number of successful trails

a = Total number of events

p = Probability of success

1 – p = Probability of failure

nCr = [n!/r!(n−r)]!

Given,

According to a recent survey, 85% of high school students own a personal media player.

Here we need to find the probability that 6 out of 10 random high school students own a personal media player.

While we looking into the given question,

Total number of student = 10

Success rate = 6

Probability percentage = 85%

When we convert this into decimal then we get the probability as 0.85.

Now, according to the binomial distribution, Substituting in values for this problem, n=10, p=0.85, and X=6 on the formula, then we get,

=> P = [10!/6!4!] x (0.85)⁶ x(1- 0.85)¹⁰⁻⁶

When we simplify this one then we get the probability as,

=> P = 0.04

When we convert this into percentage, then we get the probability as 4%.

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Answer:

i dunno

Step-by-step explanation:

but i need the points to ask questions

This is an example of how gender representation at Harvard Business School has significantly changed over time, with an increase in female enrollment and graduation rates.

This example showcases how gender representation at Harvard Business School has changed over time.

In 1965, the school had never awarded a degree to a woman, indicating a significant gender disparity in enrollment and graduation.

However, in the class of 2021, 43% of the students were women, representing a notable shift towards increased gender diversity and inclusion within the institution.

The transformation in gender demographics reflects the progress made in breaking down barriers and promoting equal opportunities for women in higher education.

It signifies a shift in societal attitudes and institutional practices that have opened doors for women to pursue business education and enter traditionally male-dominated fields.

The increase in female representation at Harvard Business School highlights efforts to address historical gender imbalances and promote inclusivity.

It demonstrates a commitment to creating an environment that values diversity, encourages the participation of women, and provides equal access to educational and professional opportunities.

This evolution over time showcases the potential for institutions to adapt and evolve, recognizing the importance of diverse perspectives and experiences in enriching the learning environment and fostering a more inclusive and equitable society.

It also serves as an inspiration for further progress and ongoing efforts to ensure gender parity and equal representation in educational institutions and beyond.

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